Initial thoughts about what the focus of the day will look like as of August 20, 2008.
I'm throwing five areas to consider out there (please feel free to add more if you want, don't be limited by my initial thoughts). I think the first two are not really optional, but the other three are negotiable. We definitely can't cover all of this! I'm just throwing topics out to get the process fully discussed and thought through.
What I envision is you responding with your comments, questions, concerns, saying 'NO' to some topics, 'YES' to others (with a short explanation of where you are or what you are doing) so I know what I need to focus my efforts on.
I am more than happy to come for a follow-up day, but I need to know what the concerns/questions/issues/next thoughts are before I come so that we are not wasting our time. I thoroughly enjoy working with Belfry and am looking forward to a follow-up, but this follow-up is about analyzing our work more than getting new strategies to play with.
As always, thanks for letting me work with you and I look forwarding to hearing what you want.
Questions for teachers to answer before I come to Belfry. You don't have to respond to each question. You can choose to respond to specific questions or to the overall intent of the questions:
What are my short-term literacy goals as a result of the initial workshop/my previous work?
What are my long-term literacy goals as a result of the initial workshop?
Where is my practice in relation to those goals now? Have I implemented? Why or why not?
How am I creating opportunities for my students to read/ write/ speak & listen about math?
What literacy routines have I created in my classroom?
What are my future goals, that I bring with me to this workshop?
Possible/potential topics for the day
Introduction:
Discuss/Brainstorm goals for the day (we are actually starting that process now, but I want You to be more forceful here, now that you've already had some time to focus your efforts in your classroom)
Bring examples/pictures-
Discuss attempts/success/failures
1. Next steps for successes
What strategies were successful for me?
What was successful about those strategies?
How were my students able to access the information differently than they would have without the literacy component?
How did that impact what I understand about how to help them experience the material? (This is a really big question that I think most teachers don't think about enough, I really want to hear from others about what this means to them because I'm not sure my description is as clear on 'paper' as it is in my head.)
How do I build off of those successful attempts/strategies?
What part of literacy do I now need to think about improving in my instruction?
How to build toward "my goals"?
2. Barriers to success in attempts that didn’t achieve my goals
What caused the strategies to be less than successful?
What did I learn as a result of the attempt?
When I were to do the strategy, again, what will I do differently?
How do I plan to achieve my goals, based off of my experiences?
3. Systemically, what do we do as a department to make our students better communicators of mathematics?
What do we see developing as patterns that we can build off of? Avoid? Act on?
How can we test the effectiveness of the strategies?
Would prefer some formative assessment feedback
Think Link
Common Assessments
What type of writing are they doing?
How do we support their success here?
ACT
Looking at CATS data to determine next steps, weaknesses that we can address departmentally
4. New learning to explore:
Technology
Calculators
CBLs
Smartboard
Manipulatives
Blogging/Web 2.0 applications to have students writing about math/ math processes/ reflecting on their understandings & processes
Math Training Follow-up- Agenda
Initial thoughts about what the focus of the day will look like as of August 20, 2008.I'm throwing five areas to consider out there (please feel free to add more if you want, don't be limited by my initial thoughts). I think the first two are not really optional, but the other three are negotiable. We definitely can't cover all of this! I'm just throwing topics out to get the process fully discussed and thought through.
What I envision is you responding with your comments, questions, concerns, saying 'NO' to some topics, 'YES' to others (with a short explanation of where you are or what you are doing) so I know what I need to focus my efforts on.
I am more than happy to come for a follow-up day, but I need to know what the concerns/questions/issues/next thoughts are before I come so that we are not wasting our time. I thoroughly enjoy working with Belfry and am looking forward to a follow-up, but this follow-up is about analyzing our work more than getting new strategies to play with.
As always, thanks for letting me work with you and I look forwarding to hearing what you want.
Questions for teachers to answer before I come to Belfry. You don't have to respond to each question. You can choose to respond to specific questions or to the overall intent of the questions:
What are my short-term literacy goals as a result of the initial workshop/my previous work?
What are my long-term literacy goals as a result of the initial workshop?
Where is my practice in relation to those goals now? Have I implemented? Why or why not?
How am I creating opportunities for my students to read/ write/ speak & listen about math?
What literacy routines have I created in my classroom?
What are my future goals, that I bring with me to this workshop?
Possible/potential topics for the day
Introduction:1. Next steps for successes
- What strategies were successful for me?
- What was successful about those strategies?
- How were my students able to access the information differently than they would have without the literacy component?
- How did that impact what I understand about how to help them experience the material? (This is a really big question that I think most teachers don't think about enough, I really want to hear from others about what this means to them because I'm not sure my description is as clear on 'paper' as it is in my head.)
- How do I build off of those successful attempts/strategies?
- What part of literacy do I now need to think about improving in my instruction?
- How to build toward "my goals"?
2. Barriers to success in attempts that didn’t achieve my goals- What caused the strategies to be less than successful?
- What did I learn as a result of the attempt?
- When I were to do the strategy, again, what will I do differently?
- How do I plan to achieve my goals, based off of my experiences?
3. Systemically, what do we do as a department to make our students better communicators of mathematics?- What do we see developing as patterns that we can build off of? Avoid? Act on?
- How can we test the effectiveness of the strategies?
- Would prefer some formative assessment feedback
- Think Link
- Common Assessments
- What type of writing are they doing?
- How do we support their success here?
- ACT
- Looking at CATS data to determine next steps, weaknesses that we can address departmentally
4. New learning to explore:- Technology
- Calculators
- CBLs
- Smartboard
- Manipulatives
- Blogging/Web 2.0 applications to have students writing about math/ math processes/ reflecting on their understandings & processes
- Collaborative (i.e. Flatworld Project ) Projects
5. Progress towards writing to demonstrate